Teachers Students Teachers Parents

quality learning ducati leadership high expectations ANNEX REPORTS high performance parents inspirational teaching connecting with the community inspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families G1 Board of Seniorinnovation Secondary and improvement Studies develop training communityG2 Government Schools Education Council literacy, numeracyteachers and science learning environments earlyG3 years Non-Government education Schoolsvocational Education Council education achievements implement strategies to improveand training G4 Teacher Quality Institutelearningcomprehensive literacy students high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers students connecting with the community quality learning supporting connecting education high expectations with leadership families comprehensive literacyachievements leadership high performance learning environmentscommunity teaching teaching quality learning teachers leadership high expectations high performance parents inspirational teaching connecting with the community strategies to improveinspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families engaging innovation and improvement community develop education literacy, numeracyteachers and science learning environments early years educationvocational education achievements implement strategies to improveand training learningcomprehensive literacy parents high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers inspire connecting with the community quality learning supporting connecting education high expectations with leadership families achievementshigh performance communitylearning G1 Education and Training Directorate Page 226 quality learning ducati leadership high expectations ANNEX REPORT high performance parents inspirational teaching connecting with the community inspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families innovation and improvement communityBOARD OF SENIORdevelop training SECONDARYliteracy, numeracyteachers and scienceSTUDIESlearning environments early years educationvocational education achievements implement strategies to improveand training learningcomprehensive literacy students high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers students connecting with the community quality learning supporting connecting education high expectations with leadership families comprehensive literacyachievements leadership high performance learning environmentscommunity teaching teaching quality learning teachers leadership high expectations high performance parents inspirational teaching connecting with the community strategies to improveinspirational leadership supporting teaching and learning connecting with the community supporting teaching and learning connecting with families engaging innovation and improvement community develop education literacy, numeracyteachers and science learning environments early years educationvocational education achievements implement strategies to improveand training learningcomprehensive literacy parents high expectations, high performance care services leadership performanceinspirational quality learning earlystrategies years to improve educationteachers inspire connecting with the community quality learning supporting connecting education high expectations with leadership families achievementshigh performance communitylearning G1 Education and Training Directorate Page 228 Board of Senior Secondary Studies Annual Report 2013-2014 SECTION B: PERFORMANCE REPORTING B.1 Organisational Overview The Board of Senior Secondary Studies (the Board) was established in 1991 and the Board of Senior Secondary Studies Act 1997 (the BSSS Act) was enacted in January 1998. The key functions of the Board are to: • provide students with Year 12 Certificates, Tertiary Entrance Statements and vocational certificates • maintain the credibility and acceptance of courses through a regular accreditation program • monitor and support the validity of assessment in years 11 and 12 • improve the comparability of standards across the Territory through moderation procedures • gain the widest possible recognition for the credentials awarded by the Board • service the information needs of the community. The Board is committed to: • a general education of high standards providing equal opportunity for all students to the end of year 12 • freedom of choice of courses for students supported by expert advice • senior secondary college responsibility for course development • senior secondary college responsibility for the assessment of its students • shared responsibility for education • open access to information. The Board delivers year 12 certification services to 24 ACT colleges and six schools located in Papua New Guinea, Indonesia and Fiji. These are listed in Appendix C. Kimbe International School, West New Britain, PNG commenced delivery of Board accredited year 11-12 courses in February 2014. In June 2014 Our Lady of the Sacred Heart International School, New Ireland, PNG received Board approval to commence delivery of Board accredited year 11-12 courses from February 2015. The Board’s goal is to provide a high quality curriculum, assessment and certification system that supports: • all young adults to achieve a Year 12 Certificate or equivalent vocational qualification • high levels of achievement in literacy and numeracy • improving educational outcomes for disadvantaged students • effective transitions from school to post-school pathways. In 2013 the Board developed a new strategic plan to guide its activities for the period 2014-2016. The key focus areas for the Board are: • an informed and effective response to international, national and local initiatives; and • a high quality , high equity curriculum, assessment and certification system that caters for all students. G1 Page 229 Annual Report 2013-2014 During 2013-2014, the Board continued to provide advice to the Australian Curriculum, Assessment and Reporting Authority (ACARA) on the senior years’ Australian Curriculum and to discuss with ACARA implementation of the curriculum in the ACT. The Board commenced a trial implementation of ACT year 11-12 courses embedding the Australian Curriculum from the beginning of 2014. Seventeen colleges have volunteered to be involved in this trial. The ACT is the only jurisdiction to have commenced delivery of year 11-12 courses embedding the Australian Curriculum. In August 2013, the Board hosted the annual conference of the Australasian Curriculum, Assessment and Certification Authorities (ACACA) at Old Parliament House in Canberra. The agenda included the following topics: literacy and numeracy, the Australian Core Skills Framework, senior secondary Australian Curriculum and national collaboration. The Board commenced a Review of Year 12 Certification in 2014 and appointed a committee to investigate a range of key issues including the types of certificates, the minimum requirements, the literacy and numeracy requirements and the recognition of outside learning. The committee will report to the Board in August 2014. Processing of year 12 results occurred on schedule and certificates were issued to ACT colleges on Tuesday 17 December 2013 for distribution to students. Over 11,000 certificates were produced by the Board for students in year 12 and over 1,000 vocational qualifications were issued for students in year 10. Key focus areas over the next year will include preparation for the full implementation of courses embedding the Australian Curriculum, the implementation of recommendations coming from the Review of Year 12 Certification and the introduction of a Unique Student Identifier (USI) for all students seeking VET qualifications. B.2 Performance Analysis An informed and effective response to international, national and local initiatives The Board has continued to provide and facilitate ACT feedback on national curriculum and reporting initiatives through formal responses, teacher participation in curriculum development and surveys, consultation and membership of national working parties. Thirteen courses across the four senior secondary Australian Curriculum subjects were written by teachers. They are; English, Literature, Essential English, Ancient History, Modern History, Specialist Mathematics, Mathematics Methods, Mathematics Applications, Essential Mathematics, Biology, Chemistry, Earth and Environmental Science and Physics. Seventeen colleges have agreed to trial at least some of these courses with a view to full implementation in 2016. Courses in English as another Language or Dialect and Geography are currently under development. The Board has agreed to work with ACARA on a project to validate the Australian Senior Secondary Curriculum achievement standards and to provide feedback on the trial of the Australian Curriculum. A high quality, high equity curriculum, assessment and certification system that caters for all students In 2013-2014, course frameworks in Community Learning, English, History, Languages, Mathematics, Religious Studies and

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